This paper focuses on analysing challenges that students coming from different countries face when they come to Spain and continue their school trajectories started in their countries of origin. I use the narrative of one of these students, constructed through ethnographic work carried out in a programme designed to help migrant students ease their transition into the school system of the Community of Madrid. This narrative allows me to introduce some of the challenges these students face and how they re-shape their trajectories and their self-perceptions according to the possibilities their new contexts present them with. With this, I contextualize the case study to show a broader picture of migrant students coming from different countries to stay in Spain during the last decade, and how schools themselves address this situation in Spain, in general, and in Madrid, in particular.

Peer reviewed